Perceptions of Between-Channel Redundancy in Television Messages.

Autor/in	Hanson, LuEtt
Titel	Perceptions of Between-Channel Redundancy in Television Messages.
Quelle	(1993), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrators; Audience Response; Auditory Perception; Comparative Analysis; Comprehension; Congruence (Psychology); Higher Education; Rating Scales; Research Needs; Researchers; Student Attitudes; Television; Undergraduate Students; Videotape Recordings; Visual Perception + Suchen Sie Ihr Suchwort? Zuschauerverhalten; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Verstehen; Verständnis; Congruence; Psychology; Kongruenz; Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rating-Skala; Forschungsbedarf; Researcher; Forscher; Schülerverhalten; Fernsehen; Fernsehtechnik; Visuelle Wahrnehmung
Abstract	Television has the ability to present information in two sensory channels simultaneously. Well-constructed dual-channel messages have great power to facilitate remembering and understanding, but poorly constructed ones have the power to confuse. Researchers' descriptions of audio/video combinations were compared with those of audience members and television producers to discover common grounds of understanding among those groups. The stimulus was a videotape of 15 short (5 to 20 seconds) programs with various compositions of audio/visual redundancy. After a pilot study, 109 undergraduate students and 21 professional television production personnel viewed the videotape and rated each program on 4 semantic differential scales. Audience and producer perceptions of the relationships between the audio and video channels were congruent with those of the researchers for all but two programs. The more complex and ambiguous the relationships were, the more varied the interpretations became. Future studies should measure more complicated messages. Two tables describe the programs presented and the frequencies of audience responses. (Contains 14 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC